As adults working in mainstream schools, we are conditioned to ensure that displays, resources and children's work is visually presentable to a high standard. However, when working with children and young people with a vision impairment, the resources we adapt and produce do not have to look perfect.
The colours of gems or foam shapes do not have to match. The lines do not have to be perfect on a tactile image. The braille flashcards do not have to be the same size. Perfection is not what we are striving for. The blind student will not be bothered that we have made resources colour co-ordinated or perfectly in line as they can understand and grasp the concept that we are teaching.
There are also times that we, or school staff, are required to make or adapt a resource 'in the moment' - because with the best will in the world, plans change. Therefore, we have to work with what we have got in terms of resources and time. This can result in presenting something tactile to ensure the blind student can participate as an active learner, even though it may not be as 'perfect' as it could be or we would ideally want it to be. Something is better than nothing.
So, perfection is not what we are striving for but purposeful accessible resources that enable blind students to fully participate alongside their peers in the mainstream classroom.
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